Sentiment/Textual Analysis
Correlogram
First, I change all factor variables (anything with response values that can be considered discrete) to values between -2 and 2, then I correlate all variables in a correlogram which visualizes the cross correlations of each square. The results are pretty much what one would expect, high scores in one area are associated with high scores in another area. The only thing to really notice here is that in general people seem to have a lower likelihood to associate the belief that they will apply what they learned in the next 4 to 6 weeks with most other variables, although it is not that much lower. This could be a lower association in that teachers believe they will be more likely to apply their learning when other variables have lower scores, or the inverse, which seems vastly more likely, especially since most scores are very high on average.
To supplement the results of the correlogram I create a summary statistics table where you can see the number and percentage of each level of agreeing:
| Likeliness to Agree/Disagree | |
|---|---|
| Group and Subcategories | N = 7,9271 |
| Learning Session Satisfaction | |
| Strongly disagree | 53 (0.7%) |
| Disagree | 82 (1.1%) |
| Neither agree nor disagree | 442 (6.0%) |
| Agree | 1,687 (23%) |
| Strongly agree | 5,057 (69%) |
| Unknown | 606 |
| Todays Topic Was Relevant For My Role | |
| Strongly disagree | 45 (0.7%) |
| Disagree | 79 (1.2%) |
| Neither agree nor disagree | 356 (5.4%) |
| Agree | 1,301 (20%) |
| Strongly agree | 4,832 (73%) |
| Unknown | 1,314 |
| Designed To Help Me Learn | |
| Strongly disagree | 49 (0.7%) |
| Disagree | 104 (1.5%) |
| Neither agree nor disagree | 451 (6.7%) |
| Agree | 1,371 (20%) |
| Strongly agree | 4,757 (71%) |
| Unknown | 1,195 |
| Likely To Apply 46 Weeks | |
| Strongly disagree | 41 (0.6%) |
| Disagree | 66 (1.0%) |
| Neither agree nor disagree | 383 (5.8%) |
| Agree | 1,254 (19%) |
| Strongly agree | 4,887 (74%) |
| Unknown | 1,296 |
| S/he Facilitated The Content Clearly 12 | |
| Strongly disagree | 11 (0.1%) |
| Disagree | 25 (0.3%) |
| Neither agree nor disagree | 196 (2.7%) |
| Agree | 1,140 (16%) |
| Strongly agree | 5,977 (81%) |
| Unknown | 578 |
| S/he Facilitated The Content Clearly 16 | |
| Strongly disagree | 2 (0.2%) |
| Disagree | 8 (0.9%) |
| Neither agree nor disagree | 62 (6.8%) |
| Agree | 216 (24%) |
| Strongly agree | 620 (68%) |
| Unknown | 7,019 |
| S/he Effectively Built A Community Of Learners 17 | |
| Strongly disagree | 4 (0.4%) |
| Disagree | 8 (0.9%) |
| Neither agree nor disagree | 67 (7.4%) |
| Agree | 209 (23%) |
| Strongly agree | 620 (68%) |
| Unknown | 7,019 |
| S/he Effectively Built A Community Of Learners 13 | |
| Strongly disagree | 11 (0.1%) |
| Disagree | 40 (0.5%) |
| Neither agree nor disagree | 231 (3.1%) |
| Agree | 1,098 (15%) |
| Strongly agree | 5,965 (81%) |
| Unknown | 582 |
| Recommend To A Colleague Or Friend | 10.00 (8.00, 10.00) |
| Unknown | 406 |
|
1
Statistics presented: n (%); Median (IQR)
|
|
Textual Data
I look at the textual data first by simply counting words and seeing what appears most frequently, the first occurrence is NAs which I filter out, along with many other ways to say “no response”. After converting the text columns to one word format and filter out stop words, I group by each kind of text column below.
The most common words for activities that support learning appear to be planning, discussion, and student by a wide margin. This seems pretty reasonable and there isn’t much to read into in that regard.
Initially its obvious that most people don’t bother to fill out the additional comments part, but the second word count chart here for additional comments indicates there might be some timeliness issues or other need for better partitioning.
Again it looks like time is a big factor, lessons and planning show up here a lot too.
A lot of expectable themes show up looking at things to try out, teachers seem to be very interested in “text”, “learning strategy”, and relating it to “students.”
“Collaboration” appears to be working well, and “discussions” appears too so group based stuff seems very successful. “Time” makes another appearance as well.
The most common words for people who bothered to fill out their reason for the rating was that it was “informative”, “helpful”, and “knowledgeable” which are all positive. “Time” and “feel” make appearances at the bottom indicating some potential negative feedback.
Looks like people are doing a pretty good job in general.
Bigram
Let’s take a look all the responses at once, first as words, then as a bigram, we see what we have been seeing this whole time, more time is a big request:
Of course we have to look at the actual data to interpret what more time means - here I quickly sample 30 random comments from the 232 unique entries that have “more time” in them to see what most say. There’s no specific pattern that emerges other than a general request for more time which almost entirely comes under the “What could have improved your experience” question column.
| Responses Involving More Time | |||||||
|---|---|---|---|---|---|---|---|
| Response | Text | response_type | date_for_the_session | professional_training_session | select_your_site_district_parish_or_network | select_the_best_description_for_your_role | select_the_grade_band_s_you_focused_on |
| 38 | The whole program is wonderful, but I'm most excited to have the lessons ready so that I can spend more time on great teaching strategies and differentiation. | learning_to_try_out | 2020-05-19 | EL Virtual Bootcamp | ESU 2, Nebraska | Teacher or specialist | Grades K-2, Grades 3-5, Grades 6-8 |
| 42 | Having more time to plan | what_could_have_improved_your_experience | 2020-01-13 | General: ELA | Delaware DOE | School-based coach | Grades 6-8, Grades 9-12 |
| 65 | always could use more time | what_could_have_improved_your_experience | 2019-07-10 | Guidebooks CM-1 | Iberia Parish | Teacher or specialist | NA |
| 215 | more time with ed reports | what_could_have_improved_your_experience | 2019-10-28 | Innovation Network Fellowship, Meeting 1 | Nebraska Innovation Network Fellowship | Teacher or specialist | NA |
| 118 | It was cool. If there was a little more time to work on our assignments that would be great. | what_could_have_improved_your_experience | 2019-09-25 | Guidebooks CM-4 | Louisiana State Content Leader Training | District-based coach/curriculum and instruction specialist | NA |
| 178 | Maybe more time | what_could_have_improved_your_experience | 2019-09-13 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | NA |
| 11 | Spending more time digging into the module. | what_could_have_improved_your_experience | 2019-08-27 | EL K-5 BootCamp, Day 2 | Baychester Academy | Teacher or specialist | NA |
| 3 | Having more time for PDs | what_could_have_improved_your_experience | 2020-02-03 | EL K-5 BootCamp, Day 1 | NYC District 11, PS 121 | Teacher or specialist | Grades 3-5 |
| 128 | A little more time for planning | what_could_have_improved_your_experience | 2019-10-14 | Guidebooks CM-5 | Allen Parish | Teacher or specialist | NA |
| 170 | more time | what_could_have_improved_your_experience | 2019-11-14 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | NA |
| 198 | Great, but still need more time to plan. | why_did_you_choose_this_rating | 2020-01-06 | IM Making Math Visible, Day 1 | Springfield Empowerment Zone | Teacher or specialist | Grades 6-8 |
| 68 | More time factored in for debate and to grapple with ideas. I felt like I wanted to spend more time talking about what Zach said when he challenged the strategies idea. I think to really be a community of learners we need some time to do the heavy lifting and really work out the validity of these ideas among ourselves by challenging them and defending them. | what_could_have_improved_your_experience | 2019-08-13 | Guidebooks CM-1 | Digital Pioneers Academy | Teacher or specialist | NA |
| 58 | Spending more time unpacking each unit but I get #Trusttheprocess | what_could_have_improved_your_experience | 2019-06-13 | Guidebooks CM-0 | Lafayette Parish | Teacher or specialist | NA |
| 50 | Please provide more time to reflect or discuss (2 minutes of quiet think time +) | what_could_have_improved_your_experience | 2020-01-13 | General: Math | Delaware DOE | School-based coach | Grades 6-8 |
| 232 | A little more time to complete the activities. | what_could_have_improved_your_experience | NA | NA | Robinhood Schools (NYC) | Teacher or specialist | Grades K-2 |
| 30 | Given more time to collaborate with coaches to design an action plan | what_could_have_improved_your_experience | 2019-11-18 | EL K-5 Speaking & Listening, Day 2 | Linden Tree School | Teacher or specialist | NA |
| 133 | Although the time for planning was adequate, we could always use even more time to plan. | what_could_have_improved_your_experience | 2019-12-02 | Guidebooks CM-5 | Lafayette Parish | Teacher or specialist | NA |
| 211 | diving more into the content I am using- more time planning | what_could_have_improved_your_experience | 2019-09-27 | IM Student Thinking, Day 1 | Freire Charter Schools | Teacher or specialist | NA |
| 204 | Needed more time on specific activities. | do_you_have_additional_comments | 2019-10-14 | IM Student Thinking, Day 1 | Building 21 | Teacher or specialist | NA |
| 75 | The timing constraints were a bit much. Take more time on specifics | do_you_have_additional_comments | 2019-06-20 | Guidebooks CM-1 | Lafayette Parish | Teacher or specialist | NA |
| 225 | Spending more time with the scripting and not having to rush through the different scenarios would have been even better. Time could have been taken from the change management module which could have been covered more quickly. | what_could_have_improved_your_experience | 2020-01-23 | School Leaders: GuideBooks Leaders Workshop | Calcasieu Parish | School-based administrator or supervisor | Grades 6-8 |
| 229 | We needed more time. We never were able to observe and practice / norm / align our feedback. | what_could_have_improved_your_experience | 2019-10-28 | School Leaders: IM SL-1 | Freire Charter Schools | School-based administrator or supervisor | NA |
| 19 | Just more time... | what_could_have_improved_your_experience | 2020-02-24 | EL K-5 Close Reading & Complex Texts, Day 1 | NYC District 11, PS 41 | Teacher or specialist | Grades 3-5 |
| 169 | Spending more time on the afternoon activity rather than essays from the morning | what_could_have_improved_your_experience | 2020-01-24 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | Grades 9-12 |
| 189 | having more time to look at the curriculum and ask questions as I went through | what_could_have_improved_your_experience | 2019-08-06 | IM Bootcamp, Day 2: Freire | Freire Charter Schools | Teacher or specialist | NA |
| 132 | more time to plan and collaborate with peers | what_could_have_improved_your_experience | 2019-12-02 | Guidebooks CM-5 | Lafayette Parish | Teacher or specialist | NA |
| 88 | more time out of seats | what_could_have_improved_your_experience | 2019-07-24 | Guidebooks CM-2 | East Baton Rouge Parish | Teacher or specialist | NA |
| 115 | more time | what_could_have_improved_your_experience | 2019-11-05 | Guidebooks CM-4 | Iberia Parish | Teacher or specialist | NA |
| 18 | more time to actually prepare for a lesson I will teach in the near future. ( 1-3 days from today. | what_could_have_improved_your_experience | 2020-02-24 | EL K-5 Close Reading & Complex Texts, Day 1 | NYC District 11, PS 41 | Teacher or specialist | Grades 3-5 |
| 217 | More likely than not, but also need more time with this team....no | why_did_you_choose_this_rating | 2019-10-28 | Innovation Network Fellowship, Meeting 1 | Nebraska Innovation Network Fellowship | District/network/state-level professional or administrator | NA |
Networking
Now I create a network of the bigrams, I notice there are some weird special characters in the data: ö, ä, ñ appear on the center-right of the Fruchterman-Reingold network, as well as in the upper right. I took a look at the appearances in the data and it seems like some stuff got miscoded on entry in the survey, there’s 655 entries that contain ä, and a lot of them look like this: “It‚Äö√Ñ√¥s boring”, which is pretty difficult to interpret. The network itself establishes an “alpha” (the level of opaqueness) based on how rare or common the bigram is, and directionality is established by the arrows. Intepreting this is more of an art than a science, but my main takeaway here is that working in small groups is very highly valued based on the central node in the network where many different words appear to connect to “group”.
Sentiment Analysis with AFINN
I use the AFINN lexicon for sentiment analysis, which gives a numeric sentiment value for each word, with positive or negative numbers indicating the direction of the sentiment.
I visualize this with a plot that shows words going in the “right” or “wrong” direction based on the sentiment analysis using a bar plot. A lot of the “good” ones here are also not great when taken into context of being preceded by “not”. I filter for the top 20 values of contribution which is the count multiplied by the “value” according to AFINN in this chart:
With these word combinations it is easy to comb through the data and see where negative comments are made. Below I again print out the relevant text containing “not + word” to demonstrate actual responses I am aggregating:
| Potentially Negative Responses | |||||||
|---|---|---|---|---|---|---|---|
| Response | Text | response_type | date_for_the_session | professional_training_session | select_your_site_district_parish_or_network | select_the_best_description_for_your_role | select_the_grade_band_s_you_focused_on |
| 1 | To not worry so much about teaching the curriculum with fidelity but rather skillfully and with integrity. | learning_to_try_out | 2019-10-16 | EL K-5 BootCamp, Day 1 | Massachusetts DESE | NA | NA |
| 2 | I think it was a great program with a lot of great learning built in. It flowed nicely and did not allow for too much lag time. I think the last part felt rushed where could have used a bit more time for planning. | why_did_you_choose_this_rating | 2019-10-03 | EL K-5 Speaking & Listening, Day 1 | Linden Tree School | Teacher or specialist | NA |
| 3 | Learning that I am not alone in my struggle. | overall_what_went_well_in_this_professional_learning | 2020-01-27 | EL K-5 Speaking & Listening, Day 2 | NYC District 11, PS 41 | Teacher or specialist | Grades 3-5 |
| 4 | The discussions by the instructors were very inspiring because they were genuinely interested in us and dedicated to helping us see the philosophy of this curriculum. However my answer to the question of recommending this course is low because of the covid situation in our world. My answer is not because of the integrity of the course, the suggestions or the "gist" of the course. The instructors were excellent. The philosophy of equity and responsibility is also. But I cannot recommend this course in light of covid-19. I feel teaching EL through distance learning with integrity would not be possible. | which_activities_best_supported_your_learning | 2020-05-19 | EL Virtual Bootcamp | ESU 2, Nebraska | Teacher or specialist | Grades 3-5 |
| 5 | It was not easy to learn this virtually | why_did_you_choose_this_rating | 2020-05-19 | EL Virtual Bootcamp | ESU 2, Nebraska | Teacher or specialist | Grades 3-5 |
| 6 | Very well presented. Time not wasted. | why_did_you_choose_this_rating | 2020-01-13 | General: Math | Delaware DOE | Teacher or specialist | Grades 9-12 |
| 7 | What to do when you have people who do not want to participate. | overall_what_went_well_in_this_professional_learning | 2019-11-07 | Guidebooks CLM-8 | Louisiana State Content Leader Training | Classroom teacher | NA |
| 8 | The program was not intimidating. | why_did_you_choose_this_rating | 2020-01-15 | Guidebooks CLM-9 | East Baton Rouge Parish | ELA Content Leader | Grades 9-12 |
| 9 | The program was not intimidating. | why_did_you_choose_this_rating | 2020-01-15 | Guidebooks CLM-9 | East Baton Rouge Parish | ELA Content Leader | Grades 9-12 |
| 10 | Teaching main idea is not necessary and do not leave any thing out when teaching a lesson. | learning_to_try_out | 2019-06-12 | Guidebooks CM-0 | Lafayette Parish | Teacher or specialist | NA |
| 11 | It was not helpful to an experienced teacher. | why_did_you_choose_this_rating | 2019-08-22 | Guidebooks CM-0 | Allen Parish | Teacher or specialist | NA |
| 12 | That I was not alone in my feelings. | overall_what_went_well_in_this_professional_learning | 2019-08-06 | Guidebooks CM-0 | Calcasieu Parish | Teacher or specialist | NA |
| 13 | I was not feeling well. I enjoyed the PD. | what_could_have_improved_your_experience | 2019-07-22 | Guidebooks CM-0 | Lafayette Parish | Teacher or specialist | NA |
| 14 | The vegetarian lunch was not good at all. | what_could_have_improved_your_experience | 2019-06-24 | Guidebooks CM-0 | Louisiana State Content Leader Training | District-based coach/curriculum and instruction specialist | NA |
| 15 | Room set up was not great | do_you_have_additional_comments | 2019-06-24 | Guidebooks CM-0 | Louisiana State Content Leader Training | School-based coach | NA |
| 16 | I needed to move around a little more. And I did not like that we had to switch seats when we arrived. I wanted my seat from yesterday, and my neighbor! | what_could_have_improved_your_experience | 2019-06-12 | Guidebooks CM-0 | Lafayette Parish | Teacher or specialist | NA |
| 17 | Teaching students skills THROUGH text and not isolated skills. This stuck out to me because I feel as though a lot of lower elementary teaching was skills based, and this is a major shift in thinking. | learning_to_try_out | 2019-06-24 | Guidebooks CM-0 | Louisiana State Content Leader Training | Classroom teacher | NA |
| 18 | Chars with backs, stools are not comfortable. | what_could_have_improved_your_experience | 2019-08-07 | Guidebooks CM-0 | Lafayette Parish | Teacher or specialist | NA |
| 19 | Convention center is not responsive to its clients | what_could_have_improved_your_experience | 2019-06-25 | Guidebooks CM-1 | Louisiana State Content Leader Training | Classroom teacher | NA |
| 20 | The convention center needs to make sure the lunches are fresh, and they need to not interrupt sessions (e.g., bringing in chairs when our facilitator was presenting). | what_could_have_improved_your_experience | 2019-06-25 | Guidebooks CM-1 | Louisiana State Content Leader Training | District-based coach/curriculum and instruction specialist | NA |
| 21 | Most educators do not enjoy long, multi-days workshops or PDs. | why_did_you_choose_this_rating | 2019-07-23 | Guidebooks CM-1 | East Baton Rouge Parish | Teacher or specialist | NA |
| 22 | I did not like how we only had pastries for breakfast. Please consider having healthier options such as protein and fruits. | do_you_have_additional_comments | 2019-07-31 | Guidebooks CM-2 | Louisiana State Content Leader Training | District-based coach/curriculum and instruction specialist | NA |
| 23 | Lack of examples for high school. High school teachers should be grouped together. I teach 11th and 12th grade and spending 30 minutes on a 3rd grade text was not helpful to me. It would be helpful to have a conversation with others about high school curriculum and how all of this applies to US. | what_could_have_improved_your_experience | 2019-07-31 | Guidebooks CM-2 | Louisiana State Content Leader Training | Classroom teacher | NA |
| 24 | Thank you Sable for keeping laser-like focus despite the constant negative comments and sarcastic questions from one teacher in particular. You are a true professional. You did not allow negativity to persist and take over the sessions. | do_you_have_additional_comments | 2019-07-24 | Guidebooks CM-2 | Lafayette Parish | Librarian | NA |
| 25 | This is not focused towards teachers who are experienced with instructional shifts and design. | why_did_you_choose_this_rating | 2019-09-10 | Guidebooks CM-3 | Ascension Parish | Teacher or specialist | NA |
| 26 | Teaching Lab is doing a commendable job of supporting guidebooks, but I still feel that the Learnzillion Guidebook Curriculum is extremely lacking and does not effectively prepare students for what is actually assessed on the Leap2025. | why_did_you_choose_this_rating | 2019-10-08 | Guidebooks CM-3 | St. Martin Parish | Teacher or specialist | NA |
| 27 | Sometimes our facility is not best for what the instructor asks for such as emailing plans. Difficult to do if wifi does not cooperate. | why_did_you_choose_this_rating | 2019-10-25 | Guidebooks CM-4 | Lafayette Parish | Teacher or specialist | NA |
| 28 | The first presenter was wonderful but I feel that she moved way too quickly. I appreciate that we were let out early; however, if it is is at the risk of us not feeling like we could finish anything, I do not feel it is worth it. | what_could_have_improved_your_experience | 2019-10-25 | Guidebooks CM-4 | Lafayette Parish | Teacher or specialist | NA |
| 29 | I am glad to know that I am not alone when having trouble connecting relevant text to assertions. | overall_what_went_well_in_this_professional_learning | 2019-10-07 | Guidebooks CM-4 | Allen Parish | Teacher or specialist | NA |
| 30 | All that chocolate needs to be tossed. It's pretty melted and discolored. I appreciate you providing it, but it's not good anymore. | what_could_have_improved_your_experience | 2019-10-14 | Guidebooks CM-5 | Allen Parish | Teacher or specialist | NA |
| 31 | I did not leave with many tools to implement and ways to engage support my diverse learners. | why_did_you_choose_this_rating | 2019-09-19 | Guidebooks Diverse Learners BootCamp, Day 1 | Tangipahoa Parish | Teacher or specialist | NA |
| 32 | Discovered that I am not alone in my anxious feelings. | overall_what_went_well_in_this_professional_learning | 2019-08-28 | Guidebooks Diverse Learners BootCamp, Day 1: Leaders | Lafayette Parish | School-based coach | NA |
| 33 | The instructor (Jill) is great. The way she presented it was great. The content was not great. | do_you_have_additional_comments | 2019-09-17 | Guidebooks Diverse Learners BootCamp, Day 2 | Tangipahoa Parish | Teacher or specialist | NA |
| 34 | Very informative and not stingy on resources given. | why_did_you_choose_this_rating | 2019-08-29 | Guidebooks Diverse Learners BootCamp, Day 2 | Lafayette Parish | School-based coach | NA |
| 35 | Getting started earlier (not your fault and not mad about it). :) | what_could_have_improved_your_experience | 2019-12-12 | Guidebooks Diverse Learners Fluency, Day 1 | East Baton Rouge Parish | Teacher or specialist | Grades 3-5 |
| 36 | It was very intimidating to have to teach in front of other teacher leaders. I am not a johnny on the spot planner. My planning is purposeful and we'll thought out. We barely had time to process our thinking. The activity was well intended however I think he could have been adjusted because of the audience. I do not want to return next time. | what_could_have_improved_your_experience | 2019-11-15 | Guidebooks Diverse Learners Fluency, Day 1 | Lafayette Parish | School-based coach | NA |
| 37 | I can't give an honest answer. I'm not excited about it. | learning_to_try_out | 2020-02-20 | Guidebooks Diverse Learners Vocabulary, Day 2 | Lafayette Parish | School-based coach | Grades 6-8 |
| 38 | More time in breakout and although this is out of teaching labs hands, some teachers that were reluctant to this process haste shared: ‘at the beginning they did not share the same vision, growth mindset, buy in etc. however, they now see the benefit and are on board. It’s the lack of substitutes, the stress of not knowing if they will show, not knowing how to prepare and rushing to the location that is an overwhelming burden.’ Not all feel this way but I just wanted to share so that those concerned may understand people’s headspace. | what_could_have_improved_your_experience | 2020-03-04 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | Grades 9-12 |
| 39 | Being able to collaborate with others and know that I am not alone | overall_what_went_well_in_this_professional_learning | 2019-10-08 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | NA |
| 40 | knowing i was not alone | overall_what_went_well_in_this_professional_learning | 2019-09-12 | Guidebooks Writing PLC | Washington Parish | Teacher or specialist | NA |
| 41 | I do not recommend anything until I see it in action over time. | why_did_you_choose_this_rating | 2019-08-22 | IM Bootcamp, Day 2: B21 | Building 21 | Teacher or specialist | NA |
| 42 | If I've already given my e-mail address I do not want the question to keep popping up. | do_you_have_additional_comments | 2019-08-22 | IM Bootcamp, Day 2: B21 | Building 21 | Teacher or specialist | NA |
| 43 | I am still not impressed by anything that has been presented to me. I have gained more from learning from my colleagues. | why_did_you_choose_this_rating | 2019-10-02 | IM Student Thinking, Day 1 | Cincinnati Public Schools/ STRIVE | Teacher or specialist | NA |
| 44 | Evan is fine and talking about teaching is always helpful, but I am not happy with being told how to think about my teaching. | why_did_you_choose_this_rating | 2019-12-11 | IM Student Thinking, Day 2 | Building 21 | Teacher or specialist | Grades 9-12 |
| 45 | Better focus among our team - some were very distracted and not focused | what_could_have_improved_your_experience | 2019-10-29 | Innovation Network Fellowship, Meeting 2 | Nebraska Innovation Network Fellowship | District/network-based coach or Curriculum and instruction specialist | NA |
| 46 | A more structured way to share. People did not like having the microphone handed to them when not prepared. | what_could_have_improved_your_experience | 2019-10-29 | Innovation Network Fellowship, Meeting 2 | Nebraska Innovation Network Fellowship | Professional Development | NA |
| 47 | It was ok, but not outstanding. | why_did_you_choose_this_rating | 2019-10-29 | Innovation Network Fellowship, Meeting 2 | Nebraska Innovation Network Fellowship | Teacher or specialist | NA |
| 48 | This is an area that district leaders need to be focusing on and I do not think it naturally happens in the district- it is busy and decisions are not made this thoughtfully. | why_did_you_choose_this_rating | 2020-02-07 | Innovation Network Fellowship, Meeting 4, Day 2 | Nebraska Innovation Network Fellowship | District/network-based coach or Curriculum and instruction specialist | All grades K-12 |
| 49 | It was better than average but not great- it appeared the team was rushed; too many adults in one room | why_did_you_choose_this_rating | 2019-11-13 | School Leaders: Lafayette SL-3 | Lafayette Parish | School-based administrator or supervisor | NA |
Response 4 in the table jumps out at me as very detailed and considerate, “The discussions by the instructors were very inspiring because they were genuinely interested in us and dedicated to helping us see the philosophy of this curriculum. However my answer to the question of recommending this course is low because of the covid situation in our world. My answer is not because of the integrity of the course, the suggestions or the”gist" of the course. The instructors were excellent. The philosophy of equity and responsibility is also. But I cannot recommend this course in light of covid-19. I feel teaching EL through distance learning with integrity would not be possible." This response mirrors the few low scores I did see in the likeliness to recommend to a colleague or friend earlier, covid has made it much more difficult to make this style of course worthwhile.
On a positive note all the text relating to “not alone” is great feedback, with 6 people mentioning under “what went well in the session” that they felt they were not alone. Once again I am utterly confused by responses like 38 where special characters seem to have randomly replaced text, it is still legible but quite strange. There’s a lot to pull from actually reading comments here, so I’ll just mention one more - in responses 15, 18, 19, and 20 all mention the convention center setup as poor, and the chairs as uncomfortable, which is likely outside of anyone at Teaching Lab’s control but it seems like a non-ideal setting.
Word-topic Probabilities
The tidytext package provides a function to extract the per-topic-per-word probabilities called \(\beta\) from a LDA_VEM topic model with a number of topics proportional to the response types. Looking at the response probabilities per topic it looks like more time continues to be the biggest theme, and group work again emerges as a success story for best learning activities. “Nothing”, has the highest probability response to what could have improved your experience, which is a really good sign!
gatesdu@oregonstate.edu